Trevor Harder

Practicum: November 27, 2013

Lesson Plan
Grade/Subject: Grade 6/Social Studies
Duration: 43 mins

Unit: Provincial Government

Lesson

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
Citizens participating in decision making
Specific Learning Outcomes:
How are representatives chosen at the provincial level of government?
LEARNING OBJECTIVES
Students will:
1. Analyze the provincial nomination processes.
2. Gather nominations for their nomination sheets.
3. Compare the nomination process between the provincial elections and local
elections.
ASSESSMENTS
Observations:
Key Questions:
- I will observe students as they
- How will the students interpret the
read through the nomination
nomination process? (L.O#1)
process (L.O#1)
- Why is it important to get 25
- I will observe students as they
nominations? (L.O#2)
create nomination sheets
- What is similar/different between local
(L.O#2)
and provincial nomination processes?
- I will observe students as they
(L.O#3)
compare the provincial and
local elections (L.O#3)
Written/Performance Assessments:
- Recreating the nomination process
Rationale: I believe that this will be a fun way to learn the nomination process. It will
allow students to get out of their seats, work together and execute decisions that
reflect the process.
LEARNING RESOURCES CONSULTED
Resource #1: Taking Part in Our Democracy - Nelson
Resource #2: http://www.elections.ab.ca
Resource #3: http://www.lethcounty.ca/municipal/lethbridge/lethbridgewebsite.nsf/AllDoc/8AB2261B0F8EE2FC87257BCE00729748/$File/Municipal
%20Elections%20-%20FAQ.pdf
MATERIALS AND EQUIPMENT
* Taking Part in our Democracies Nelson
* Pieces of paper for votes
PROCEDURE
Introduction (12 min.):
- As students are entering the room, I will instruct them to grab a textbook.
Hook/Attention Grabber:
- After attendance and announcements are over, I will collect the political
trading cards.
- Next, I will first address the new SLO: How are representatives chosen at the
provincial level of government?
- After addressing the SLO, I will ask the students to stand from their desks and
spread out throughout the classroom, creating a circle.

Trevor Harder

Practicum: November 27, 2013

Assessment of Prior Knowledge: Oral evaluations

- As the students rise from their desks, they will begin to walk around the room
in a circle. While this is occurring I will be asking students questions about the
local government elections.
Expectations for Learning and Behaviour:
- I expect students to be interested in this lesson. This lesson incorporates
reading, discussions, moving, interacting with others, and making decisions
revolving around the provincial election process.
Transition to Body:
- After the questions are done, I will instruct the students to return to their
desks.
Body (25 min.):
Learning Activity #1: Process #1: Nomination (L.O#1)
- As a class, we will read through page 249.
o Make highlight that provincial elections are held at least every 5 years.
o Takes four weeks from announcing the upcoming election to the voting
day.
o Each potential candidate needs 25 signatures from eligible voters.
How does this differ from local elections? (Locals need 5)
-

What are the differences between nominating for provincial elections and local
elections? (L.O#3)
o Have students pay attention to the chart at the bottom: Whats the
difference?
Political parties vote on a member to run as a candidate
(Provincial.)
Locals fill out a nomination form with 5 signatures.
Individuals can be nominated as an independent candidates.
No political parties involved so all are independent.
Provincials must be knowledgeable about duties of an MLA.
Locals know about duties of a mayor/reeve, or city
councilor.

At this time students will pull out a piece of paper and write the numbers 1-25
down the sides.
o Students will go around and collect signatures from their peers.
o Afterwards students will return to their desks.

To continue with this activity, students will be divided into the main political
parties (PC, WR, LIB, NDP)
o Students will then vote for a person to represent them.
Inform students they are unable to vote for themselves, must vote
for another person in their party.
o After they have cast their votes, I will announce the winning candidates.
Sponge Activity:
-

Trevor Harder

Practicum: November 27, 2013

If there is time left, students will create a Think, Pair, Share Venn diagram
about the nomination process between local and provincial government.

Closure (6 min.):
Consolidation/Assessment of Learning:
- At the end of the lesson I will ask students about what we have learned today
o How many votes are needed for a provincial nomination?
o What happens when we have multiple candidates want to be elected?
o Do local elections have parties involved?
Do all candidates have to be from a party?
Transition To Next Lesson:
- Inform students that we will continue with the election process with looking at
Step 2: Campaigning.
Self-Reflection:
Todays lesson went well. Many of the students were able to apply their previous
knowledge of the municipal election towards the provincial election process. The
students enjoyed being able to get up and move around, collecting signatures to be
eligible and determine why having 25 signatures was needed. One thing that did
not go well was the first two classes took longer than expected to collect the 25
signatures as I did not specify time duration. I decided to add in a time duration,
which allowed the students to work faster and collect the signatures. I will continue to
add in these time signatures, as it will allow them to have more structure and keep
the pace moving.